Tag Archives: B1

10 Best Free Listening Websites with Quizzes to Practise for Listening Exams

General, Listening, , , , , ,

So what do you do to practise listening for exams?

Growing up, I never had the opportunity to do any extra practice to improve my listening skills. We didn’t have the Internet and the thousand possibilities it offers to learners of any language nowadays. The teachers had an old tape player that sometimes stopped and started on its own and old tapes that ended up sounding distorted and most of the times unlistenable so if you wanted to get better at listening, you just listened to the radio and struggled to understand the lyrics and sing along. Not that I ever complained. That was the perfect excuse to listen to music while claiming to be working hard. I have to say that my father never bought it!

So, exams are just around the corner and I know you’re beginning to freak out. Don’t worry! Here I am, coming to the rescue!

These are, in my opinion, the best sites with quizzes to practise listening comprehension. In no particular order.

TALK ENGLISH

  • url: http://www.talkenglish.com/
  • Levels: three main levels (beginner, intermediate and advanced)
  • Pre-listening /Post-listening activities: no
  • Transcript: yes
  • Audio Download: no
  • What I like best: it has some other listening activities like dictations or listening based on pictures for lower levels. It also has a section dedicated to advanced students with a story and some comprehension questions. See here
  • What I don’t like: In my opinion, the “listening” categorised under “advanced level” is far too easy.

 ELLLO

  • url: http://www.elllo.org/
  • Levels: six levels (beginners-advanced)
  • Pre-listening /Post-listening activities: grammar or vocabulary activities
  • Transcript: yes
  • Audio Download: only audio for vocabulary
  • What I like best: there are seven activity types (see them here) and a variety of accents.
  • What I don’t like: a bit disorganised.

ESL LOUNGE

  • url: http://www.esl-lounge.com/student/listening.php
  • Levels: four  (elementary, pre-intermediate, intermediate and advanced)
  • Pre-listening /Post-listening activities: no
  • Transcript: yes
  • Audio Download: yes
  • What I like best: it offers different kinds of comprehension exercises (multiple choice, cloze, true/false…etc)

BRITISH COUNCIL

  • url: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice
  • Levels: five levels ( A1, A2, B1, B2, C1)
  • Pre-listening /Post-listening activities: both
  • Transcript: yes
  • Audio Download: yes
  • What I like best: very user-friendly for both students and teachers. PDF available for exercises, answers and transcript.
  • Extra: The British Council also runs some other sections to improve and practise your listening skills and learn about Britain, its culture, its language and its people. See here

 EDTED LESSONS WORTH SHARING

  • url: http://ed.ted.com/lessons
  • Levels: advanced
  • Pre-listening /Post-listening activities: all the lessons have three parts : watch, think (where you can do the comprehension exercise) and discuss (post-listening questions)
  • Transcript: no, although most lessons are on youtube, and you can watch them with subtitles
  • Audio Download: the videos are on youtube, so they can be easily downloaded
  • What I don’t like: the audio is not sorted by level and although most of videos are for advanced students, some of them are much easier than others so I would say that they are suitable for B2 students and higher. You need to register although it’s free.
  • Extra: you can also create your own lessons

ESOL COURSES

  • url: http://www.esolcourses.com/content/topicsmenu/listening.html
  • Levels: four main levels (upper elementary, pre-intermediate, intermediate, upper-intermediate)
  • Pre-listening /Post-listening activities: most of the times
  • Transcript: no
  • Audio Download: the videos are on youtube, so they can be easily downloaded
  • What I like best: carefully designed  user-friendly lessons plans

ESL VIDEO

  • url: http://www.eslvideo.com/index.php
  • Levels: five ( from beginner to advanced)
  • Pre-listening /Post-listening activities: no
  • Transcript: not always
  • Audio Download: the videos are on youtube, so they can be easily downloaded
  • What I don’t like: anybody can create a listening quiz so it might contain mistakes
  • Extra: You can create your own quiz

 

BREAKING NEWS ENGLISH

  • url: http://www.breakingnewsenglish.com/index.html
  • Levels: seven levels
  • Pre-listening /Post-listening activities: both
  • Transcript: yes
  • Audio Download: yes
  • What I like best: you can listen to the same piece of news at different levels and the news can be read at different speeds.
  • Extra: Sean Banville’s also runs eight other sites, check them out here

 

RANDALL’S ESL CYBER LISTENING LAB

  • url : http://www.esl-lab.com/
  • Levels: three levels ( easy, medium and difficult)
  • Pre-listening /Post-listening activities: Both
  • Transcript: yes
  • Audio Download: No
  • What I like best: the post-listening activities and the vocabulary section ( see here) where you can learn how to pronounce words associated to different topics.

LYRICS TRAINING

  • url: https://lyricstraining.com/
  • Levels: four ( from beginner to expert)
  • Pre-listening /Post-listening activities: no
  • Transcript: any lyrics site will have the lyrics for the song
  • Audio Download: the videos are on youtube, so they can be easily downloaded
  • What I like: it’s fun and a different way to approach listening exercises.
  • Extra: You can create your own exercises (beta).

Check also:

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Oral Exam: Monologue Based on One or More Pictures. Some Tips and Ideas to Get Started

Picture Description, , , , , , ,

In the intermediate and more advanced exam you will be presented with one, two or more pictures about the same topic but in clear contrast. It’s important to remember that you are not supposed to give a detailed description of everything that is happening in the picture(s). On the contrary, what is important is that you talk about the topic or idea suggested in the picture(s). If you are given  for example 3 minutes to talk, use just one minute of this time to describe in general, using appropriate language and structures; the rest of the time should be dedicated to talking about the topic and giving your opinion.

BEFORE THE EXAM

  • Make a list of the most common topics asked in the exam.
  • Brainstorm vocabulary you can use related to this topic. Mind mapping works perfect here. I use the free site Goconqr.

Mapa Mental creado con GoConqr por Cristina Cabal

  • Practise using sets of pictures in contrast. You can use my own selection here. (Scroll down)
  • If your problem is that you never know what to say, I suggest you have a look at some conversation questions you might be asked about the given topic. It will probably help you get started. Have a look at some common topics with questions here.
  • Listen to other students taking the exam (for example here) or read some examples here (fashion, global warming, jobs, new technologies and food)
  • Time yourself to control the time it takes you to develop your ideas.
  • Record yourself and then listen to the recording and see how you can improve it. You can use the app Soundcloud, which allows you to stop the recording and write comments.

(You can write a comment on a track through the text box below the waveform that says ‘Write a comment…’ and press your return or enter key to send. The comment will appear at the point on the waveform where you first started typing. Alternatively, you can click any free space in the comment section to leave a comment at that specific point)

  • The day before the exam, revise all the topics and the vocabulary you can use.
  • Half an hour before the exam, don’t speak your mother tongue. Spend the time listening, doing some silent reading or pronunciation exercises in English.

DURING THE EXAM

Before you start speaking:

  • If you are allowed 1 minute to organise your ideas, use that minute. I have often seen candidates not taking this minute and making a mess of the exam just because they didn’t take the time to organise their ideas.
  • Scan the pictures and identify the topic. Sometimes there is a title or a heading that helps you.
  • Try to come up with three ideas about the topic suggested by the pictures. Expand on these ideas.

Taking the exam:

  • Begin by giving an overall idea of what the pictures are about, using a variety of structures, modals to indicate possibility and the useful “look” or “seem”.
  • Talk about the topic. It’s easier if you relate it to yourself, but if you don’t have this experience, talk about a friend’s or just lie. This is an English exam, not a lie detector.

via GIPHY

 

  • Develop your ideas. Try to use linkers to connect your ideas.
  • Don’t give too complicated explanations. I’m sorry to say, you’ll probably make mistakes.
  • Give your opinion. Say which one you prefer and why.

Some expressions you can use:

Remember it’s better if you start by giving a general idea of what the pictures are about.  Don’t start like this:

In the first picture I can see

Start like this:

  • In this worksheet there are two photos. They both show different ways of (shopping).
  • These photos are clearly both connected to the topic of (science)… but in two quite different contexts. In the first one… In contrast, the second picture shows…
  • The photo/picture shows …
  • The first thing that strikes me about this picture is…

 

Remember that you are describing a picture, so you cannot be 100% sure of what is happening. Use language that suggests this:

  •  I think…
  • Maybe / Perhaps…
  • I guess they are…
  •  Modal verbs of deduction: she must / can’t /
  • Modal verbs of possibility: could, may, might
  •  She looks/seems… (tired)/ She looks like … (a teacher). It looks/seems as if (it’s raining)

PRACTICE.

Go to https://www.cristinacabal.com/?page_id=4906  and scroll down to the section SET OF PICTURES FOR PRACTICE and just “practise”. “A  lot!” 🙂

 

Five Steps to Writing an Excellent Opinion Essay

Writing, , , ,

Doesn’t the title itself already encourage you to start writing straight away? Just kidding! I guess you need a  stronger push than just a title.  Well, I can provide this little push in the form of real examples of my students’ essays after following all these 5 steps. Just skip to Step 4 if you don’t believe me and bear in mind when you read their essays, they are B1 (intermediate) students.

Step 1. The difference between an opinion essay and a persuasive essay.

Opinion essay: in an opinion essay the writer states his opinion and supports it with facts, evidence and examples but he doesn’t try to convince the reader.

Persuasive essay: in a persuasive essay the writer tries to convince the reader to agree with his opinion. The author uses logic and facts, definitions and examples in order to persuade the reader to share his point of view.

Step 2. Top tips for writing an opinion essay

1 Basic do’s when writing an opinion essay

  • Introduce each paragraph with a topic sentence, outlining the main ideas.
  • Do not write about advantages or disadvantages or points for or against.
  • Write in formal style.

2. Basic don’ts when writing an opinion essay

  • Don’t use colloquial expressions.
  • Don’t use short forms.
  • Don’t use emotive vocabulary.

3. Decide whether you agree or disagree with the title. Try to think of at least two or three good reasons to support your opinion, including examples of why you think the alternative point of view is wrong.

4. Organise your essay into clear paragraphs.

  • Introduction: Introduce the topic and give your opinion. Say whether you agree or disagree with the statement.
  • Body: 2 or 3 paragraphs. For each paragraph give a reason to support your opinion.
  • Conclusion: Summarize your ideas and repeat your opinion using different words.

5.  There is a process to writing. Try to follow it. It will help you a lot

Step 3. Useful expressions and linkers

 

Download the pdf here

Step 4. Examples of opinion essays written by B1 students

Three essays written by B1 students to help you get started.

Step 5.  22 opinion essays to choose from

Your turn!  Choose from one of the options and write an opinion essay.

Plan your content and organise it in four or five paragraphs (introduction, reasons and conclusion).

2 Fresh & Fun Activities to Practise Both, Neither and Either

General, , , , , ,

If you think that teaching both, neither and either is a bit boring, I have good news for you. In fact, I dare say great news!  It can also be fun!

It’s no secret on here that I love having fun in my classes but what people may not know is that although flexible when necessary, my classes are carefully planned and  games are not played just  to keep my students entertained; on the contrary, they are carefully designed and used to improve certain abilities and with a clear goal in mind. If at the same time we can have a nice time, that’s the icing on the cake.

1.SOULMATES

This is a team game and it aims at practising the structures

  • Both/Neither of them
  • Both… and / neither…nor

Materials:

  • 2 white cards with YES written on one side and NO on the other
  • Teacher’s here

PROCEDURE

  1. Divide the class into two or three teams.
  2. Ask the teams to select two people to play for them and take the “hot seats”. These two students will sit facing their team.
  3. Decide which team starts the game by tossing a coin. Let’s say Team A starts the game.
  4. Explain you’re going to give each of the two members of the team a white card with YES written on one side and NO on the other. Tell them you’re going to ask them 10 yes/no questions.
  5. Their team will score a point every time these two students show the same answer to the questions asked, and the team provides a correct sentence containing the target structure.
  6. Repeat procedure for Teams B and C and give a big applause to the winners.

Example 1.

  • Teacher asks: Have you ever scored 10 out of 10 in an exam? 
  • Student A: YES     Student B: YES
  • Team: Both of them have scored 10 out of 10 in an exam / Both Mary and Peter have  scored 10 out of 10 in an exam (1 point)

Example 2.

  • Teacher asks: Have you ever scored 10 out of 10 in an exam? 
  • Student A: NO    Student B: NO
  • Team: Neither of them have/has scored 10 out of 10 in an exam / Neither Mary nor Peter has scored 10 out of 10 in an exam (1point)

Example 3

  • Teacher: Have you ever scored 10 out of 10 in an exam? 
  • Student A: YES     Student B: NO (0 points)
2. CHANGING SCHOOLS

This communicative activity has two parts.

In part 1, students will have a conversation where the aim is to agree with their partner using the structures:

  • So do I- to agree with a positive statement
  •  Neither do I or  I don’t either- to agree with a negative statement

In part 2, students will report back to the class using:

  • Both/Neither of us…
  • We both…
  • Both … and … / Neither … nor…

PROCEDURE. 

PDF teacher’s here

  1. Ask students to work in pairs and give them Handouts A and B.
  2. Ask them to complete the answers.
  3. Explain the context. You have just changed schools and you don’t know anybody in the class. You want to make new friends quickly and the best way, if not the most honest one, would be to agree with whatever the student sharing your desks says. So, five minutes before the next class starts you decide to strike a conversation with the student sitting next to you.
  • Start by introducing yourself and then ask your classmate some questions.
  • Your classmate will introduce himself and also ask some questions. Make sure you agree with everything he/she says using the structures.

So do I- to agree with a positive statement

Neither do I or I don’t either- to agree with a negative statement

  1. Ask students to report back to the class using:
  • Both/Neither of us..
  • We both…
  • Both … and … / Neither … nor…

Ex. Both of us have one brother/We both have one brother/ Both Peter and I have one brother.

Neither of us can speak Norwegian/ Neither Peter nor me can speak Norwegian

Example Handout Student A

You might also be interested in the following

Introducing Reported Speech Statements,Questions and Orders in a Different Way

This week’s post was not supposed to be a grammar post, it just so happened to turn out like that. Come to think of it, I have been teaching lots of grammar lately so I shouldn’t be surprised if my brain is filled with ideas for grammar teaching.

If I want my classes to be different from the ones I had when I was studying English at school (teacher-centred and book-centred), I cannot introduce all those digital tools I’m so keen on using and then go and spoil it all by asking students to read straight from a photocopy when it comes to grammar. I’m not saying it’s the wrong way to go about it, I’m just saying it’s not the way I teach or the way I’d like to be taught.

Admittedly, grammar is grammar, but can we make it a bit more appealing to our students?

Reported speech is probably one of my favourite grammar points and this is how I have introduced reported speech statements, questions and orders in my classes this week.

INTRODUCING STATEMENTS.

To introduce statements I often use quotes from famous people. The presentation you’ll see below is one I often use as my students, for the most part, are adults. But if you’re teaching teenagers, you can easily change the people in the slides and use celebrities they can relate to.

So the idea is to play the presentation, read the quote and then ask: “What did Marilyn say?” Guide students through the changes in reported speech and then show the second slide where the reported sentence is displayed.

INTRODUCING QUESTIONS.

I’ve been introducing reported speech questions in this way all my teaching career. The reason? Students collaborate from minute one and this is something I treasure.

I tell the students my son Daniel is 4 years old and he’s always asking questions. With all the drama I can muster I tell them that yesterday I got home really tired and wanted to rest a bit but my son Daniel had other plans for me and could not stop asking questions.

I draw on the board a boy and I call him Daniel and a woman and I call her Cristina- my name. I draw a big bubble next to Daniel and I ask students to guess what sort of questions he might have asked me. As they provide the questions I write them inside the speech bubble making sure there is a variety of wh- and yes/no questions and a variety of tenses. Once the questions have been written, I go on telling them that when my husband got home I was lying on the sofa with an ice pack on my forehead and looking dead tired  -remember drama is important- and when he enquired why I was so tired I told him all about my day and how I couldn’t rest because Daniel had asked all those questions.

  • He asked me why I was smiling
  • He wanted to know if he could watch cartoons.
INTRODUCING REQUESTS AND ORDERS.

To introduce request and orders I write inside a circle on the board

First day instructions

and ask students to try to remember some of the instructions I gave them on the very first day in class.  Encourage them to tell you the exact words I used. They will probably say:

  • Use English
  • Put your mobiles on silent mode
  • Don’t be late.
  • Change partners regularly.
  • Don’t forget to bring your workbook

Write them on the board and choose a student who couldn’t attend that first day.

Tell students they now need to inform this student of the instructions I gave this very first day.

  • The teacher told us to use English in class
  • Cristina told us not to forget to bring our workbook

Hope it’s helpful! You might also be interested in this other post

Some nice activities to practise Reported Speech

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